Maddy Hallewall, Sherriden Masters, Natasa Lackovic, Pat Benn, Abdullah Alturki, Andy Coverdale, Claudia Igbrude, Helen Frost, Jeanne Lam, Jessica Mason, Riad Saba, Simon Wong, Tom Sweeney, Yat Kwong Chau
How can insights from the psychology of child development be applied to the design of learning technologies?
How can these designs then be best integrated with existing cultures of teaching and learning?
In particular, how can computers create distinctive opportunities for more collaborative forms of learning?
How do highly networked educational environments re-configure the experience of teaching and learning?
How can technology bridge the discontinuities between formal and informal settings for learning?
CROOK, C.K., (2012). The ‘digital native’ in context: tensions associated with importing Web 2.0 practices into the school setting Oxford Review of Education. 38(1), 63-80
CROOK, C.K. and MITCHELL, G., (2012). Ambience in social learning: student engagement with new designs for learning spacesCambridge Journal of Education. 42(2), 121-139
Eligio, U.X., Ainsworth, S. and Crook, C., 2012. Emotion understanding and performance during computer-supported collaboration Computers in human behavior. 28(6), 2046-2054
CROOK, C.K., (2011). Versions of computer-supported collaboration in higher education. In: Ludvigson, S.., Lund, A., Rasmussen, I., Saljo, R., eds. Learning across sites: New tools, infrastructures and practices. Abingdon: Routledge, pp. 156-171.
CROOK, C.K., (2010). Task-oriented collaboration: not just what is inside the task, but what the task is inside of. International reports on socio-informatics, 7(1), 104-109.
CROOK, C.K. and LEWTHWAITE, S., (2010). Technologies for formal and informal learning. In: LITTLETON, K., WOOD, C., STAARMAN, J.K., eds. International Handbook of Psychology in Education. Emerald, pp. 435-461.
CROOK, C.K. and CLULEY, R. (2009) The teaching voice on the learning platform: seeking classroom climates within a virtual learning environment. Learning, Media and Technology, 34(03), pp. 199 - 213